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nStudy: An Internet Tool to Support Learning, Collaboration and Researching Learning Strategies
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... Learners are provided with tools for highlighting and annotation to create learning artifacts, such as bookmarks, notes, and concept maps (de Vries et al., 2009). The system helps students develop learning strategies related to setting goals, seeking information, and creating, modifying, and deleting learning objects (Beaudoin and Winne, 2009). ...
... In nStudy, a cognitive strategy (e.g., note-taking, writing, and test preparation and review) is represented as a learning object that contains the following information: (1) why the strategy helps, (2) when and how to use it, and (3) examples of its use (Beaudoin and Winne, 2009). Learners can define their learning strategies and link them to their own learning artifacts (e.g., bookmarks and notes). ...
... Learners can define their learning strategies and link them to their own learning artifacts (e.g., bookmarks and notes). nStudy also provides learners with opportunities to self-evaluate the effectiveness of a strategy or to create criteria for evaluating a strategy (Beaudoin and Winne, 2009). Students' reading and annotating behaviors in different learning phases (e.g., task understanding, planning, monitoring, evaluating) are captured as authentic learning traces (Hadwin et al., 2007). ...
Strategies are an important component of self-regulated learning frameworks. However, the characterization of strategies in these frameworks is often incomplete: (1) they lack an operational definition of strategies; (2) there is limited understanding of how students develop and apply strategies; and (3) there is a dearth of systematic and generalizable approaches to measure and evaluate strategies when students’ work in open-ended learning environments (OELEs). This paper develops systematic methods for detecting, interpreting, and analyzing students’ use of strategies in OELEs, and demonstrates how students’ strategies evolve across tasks. We apply this framework in the context of tasks that students perform as they learn science topics by building conceptual and computational models in an OELE. Data from a classroom study, where sixth-grade students (N = 52) worked on science model-building activities in our Computational Thinking using Simulation and Modeling (CTSiM) environment demonstrates how we interpret students’ strategy use, and how strategy use relates to their learning performance. We also demonstrate how students’ strategies evolve as they work on multiple model-building tasks. The results demonstrate the effectiveness of our strategy framework in analyzing students’ behaviors and performance in CTSiM. © 2021, International Artificial Intelligence in Education Society.
... Los artefactos creados y manipulados mediante estas herramientas se pueden ordenar, filtrar, organizar, compartir y vincular mediante metadatos y etiquetas. El software también provee un módulo de analíticas del aprendizaje que proporciona información cuantitativa y cualitativa para describir el proceso de aprendizaje y las cualidades semánticas de la información en la que operan los estudiantes (Beaudoin & Winne, 2002;Winne, Nesbit, & Popowich, 2017). 37 gStudy es un sistema de software que incluye estructuras y herramientas de aprendizaje colaborativo asistido por computadora para facilitar el trabajo conjunto de los estudiantes en el desarrollo de estrategias y procesos de aprendizaje autorregulados, individuales y colaborativos. ...
Este trabajo pone el foco en la investigación de la relación existente entre el empleo de estrategias de autorregulación del aprendizaje (ARA) y el rendimiento académico (RA) en el contexto particular de las propuestas educativas mediadas por tecnologías de la información y la comunicación (TIC), y el rol que éstas cumplen en este proceso.
Las investigaciones sobre autorregulación aplicadas al campo educativo comenzaron hacia finales de la década del 70. Actualmente, la ARA es un constructo de relevancia y vigencia en Psicología Educativa dado que ofrece un marco para comprender algunas variables que influyen en el aprendizaje. En particular, en contextos caracterizados por un uso intensivo de tecnología digital y espacios de comunicación sincrónica y asincrónica, donde los fenómenos de enseñanza y aprendizaje están determinados por tensiones permanentes entre el diálogo generado por los actores del hecho educativo, la estructura de la propuesta, y la autonomía del estudiante.
Manifiesta la necesidad de autorregular el aprendizaje para lograr un desempeño exitoso en contextos educativos mediados, este trabajo comienza por presentar un marco conceptual guiado por una definición de ARA que se construye a partir del análisis de diversas conceptualizaciones del constructo desde el punto de vista descriptivo y explicativo. Esto permite reconocer y describir algunos procesos generales que actúan en cuatro dimensiones diferentes de ARA aunque vinculadas (cognitiva, motivacional, conductual, y contextual), y construir un modelo ensamblado de estrategias de ARA bajo la lupa de una perspectiva sociocognitiva del aprendizaje.
Los fundamentos teóricos iniciales permiten establecer una serie de criterios para llevar adelante una revisión sistemática que permita analizar la evidencia recogida en un corpus de 23 artículos que estudian la vinculación entre el uso de estrategias de ARA y el RA en propuestas educativas mediadas por TIC desarrolladas en el ámbito de la Educación Superior Iberoamericana entre 2000 y 2018. En particular, se identifican las variables relativas a la ARA consideradas y su efecto sobre el RA; las herramientas o instrumentos utilizados para indagar acerca del empleo de estrategias de ARA o la autopercepción de los estudiantes en relación a ella, y su validez y fiabilidad; las técnicas y métodos utilizados para la medición del efecto del uso de habilidades de ARA sobre el RA; y las implicancias y aportes de las TIC en el desarrollo del proceso de ARA.
En consecuencia, este trabajo presenta una perspectiva sobre el estado actual de las investigaciones en relación a los procesos de ARA en propuestas educativas mediadas por TIC en el ámbito de la Educación Superior Iberoamericana. En particular, ofrece un marco de referencia para futuras investigaciones que requieran explorar los efectos del uso de habilidades de ARA en el RA, como así también para el desarrollo de propuestas formativas que consideren las estrategias de ARA en favor del alcance de los logros académicos y el aprendizaje a lo largo de la vida.
... A computer based research tool -nstudy has been developed by Winne and colleagues to collect trace data on learner's metacognition (Beaudoin & Winne, 2009;Winne, Jamieson-Noel & Muis, 2001). ...
Self-regulated learning (SRL) skills have recently attracted a lot of research interest because they have been identified as arguably the most important determinants of academic performance and achievement. Learners with good SRL skills perform better because they have a clearer awareness of the effective strategies needed for a task and when to apply and adapt them - above all, they learn more effectively. Furthermore, they are intrinsically motivated so they set higher goals, put in more effort and show greater perseverance at learning tasks. It is of crucial significance to understand how these skills are developed and why some children acquire them better than others. It has been observed that some cultural groups consistently exhibit higher achievement than others and variation in SRL skills by culture has also been observed. This research was therefore aimed at examining whether cultural differences impact on the organisation of SRL skills in a consistent and predictable fashion. A better understanding of the processes pertaining to this construct could provide some insight about how to promote SRL skills development in all children. Quantitative data was collected from three studies, two in the UK and one in Beijing, designed to test hypotheses derived from models of how culture (White British vs Chinese backgrounds; Confucian vs non-Confucian backgrounds, as defined by a novel measure of filial piety) could influence SRL variables. These models introduced a conceptual advancement by utilising constructs from the theory of planned behaviour (TPB) to capture the motivational elements of SRL. The data largely supported the overarching hypothesis that culture impacts on the nature and operation of the motivational elements of SRL, not the cognitive ones, with a consistent pattern of these being driven by external expectations among Confucian children, and by experientially derived attitudes among non-Confucian. The findings from the current research provide a huge impetus to cross-cultural research in SRL development by providing a model (SRL+TPB) that operationalises the interaction of cultural elements with SRL; and also point to ways in which classroom interventions to support SRL might take advantage of both patterns of effects to achieve optimal outcomes.
... Together, these served as a meta-cognitive schema for guiding students' collaborative critique of texts on WiREAD, in that students are required to tag each of their comments/replies with one critical lens and one critical talk type. This is in line with past research that has advocated such functionality for personalized agentic learning (Beaudoin & Winne, 2009) and was found to help students develop perspective-taking and meaning-making capabilities (Eryilmaz, van der Pol, Ryan, Clark, & Mary, 2013). Furthermore, each critical lens and critical talk type tag contained a "popover" that provided students with question prompts and sentence starters. ...
The affordances of learning analytics (LA) dashboards and visualizations are being increasingly harnessed for enhancing 21st century (21C) pedagogical and learning strategies and outcomes. However, use cases and empirical understandings of students’ experiences with LA aimed at fostering 21C literacies, especially in the K-12 schooling sector and in Asian education contexts remain relatively scarce in the field. Our paper addresses this knowledge gap in two ways. First, we present a first iteration design of a computer-supported collaborative critical reading and LA environment, WiREAD, and its 16-week implementation in a Singapore high school. Second, we foreground students’ evaluative accounts of the benefits and drawbacks associated with WiREAD’s LA dashboard. Our analysis of students’ collective sense-making pointed to a number of potentialities and perils associated with the design and use of LA dashboards. Positives included (1) fostering greater self-awareness, reflective and self-regulatory learning dispositions, (2) enhancing learning motivation and engagement, and (3) nurturing connective literacy among students. The motivational value of peer-referenced LA dashboard visualizations for stimulating healthy competition and game-like learning was identified alongside the perils of these serving to demoralise, pressurise and trigger complacency in learners. By focusing on students’ experiences and interpretations of how the LA dashboard visualizations impacted their learning motivation and outcomes, this paper aims to shed insights into the pedagogical complexities of designing LA that considers the voices of learners as a critical stakeholder group.
... In some cases, such as highlighting, the stretch to infer the meaning of a trace can be shortened considerably. For example, in a software-studying environment Winne and colleagues developed, called nStudy (Beaudoin & Winne, 2009 ; in press ) , learners can attach words to differently colored highlights that express the standards (or purposes) for marking text. This transforms one undifferentiated highlight into a collection of differentiated tags, e.g., "review this," "explore further," and "evidence pro." ...
Interest in learning strategies and study tactics seems at all-time high. In this chapter, approaches to studying are conceptualized as self-regulated learning whereby learners survey tasks, generate goals and devise plans for studying, study and make on-the-spot adaptations, and may substantially renovate studying methods. Relative to this framework, the content of books describing learning strategies is examined, methods used to research learners’ approaches to studying are analyzed, and results of studies investigating the effects of learning strategies/study tactics are summarized. Shortcomings of research methodologies may account for overall modest and rather variable findings about the benefits of learning strategies/study tactics. Also, factors are identified that may hinder learners’ uptake and productive use of learning strategies/study tactics. A plan is proposed for improving and accelerating research on learning strategies. It involves learners as colleagues in personalized programs of research that, in the aggregate, advance learning science.
... nStudy is a learning platform that supports online selfdirected learning, supporting learners in performing solo and collaborative structured conceptual analysis of online content in a web browser with desktop-like capabilities [13]. The integration of our automatic question generation system into nStudy serves as a procedure for self-testing by a learner. ...
Automatic question generation from text has been used and adapted to online and self-directed learning platforms. We incorporate methods into the automatic question generation process that are designed to improve question quality by aligning them to the specified pedagogical goals and to a learner's model. This is achieved by extracting, ranking and filtering relevant sentences in the given learning document as well as the questions automatically generated by their semantic associations to the learner model and instructor goals. We propose evaluation techniques for assessing the quality of the questions generated using both human and automatic evaluation.
... Winne's gStudy and nStudy projects (Beaudoin & Winne, 2009) to help students learn and to enable educational psychologists to study their learning (Winne, 2006). I am co-creator of mySleepButton® and SomnoTest® apps that are used to study and treat insomnia, and to better understand sleep onset mechanisms (Beaudoin, 2013, Beaudoin, 2014Digdon & Beaudoin, 2015). ...
In this paper, we propose a learning strategy feedback system, Nudge for Note Taking Assist System (NoTAS), developed for students to facilitate learning strategies among others in class using nudges. The system has three functions: note-taking function, learning log function, and learning visualization function. The purpose of this study is to develop software to apply nudge theory and to provide feedback on note-taking among students in class. We evaluated the effectiveness of NoTAS for high school students from two perspectives: whether the use of NoTAS interfered with the class and whether the nudges were encouraged in class. From the results of the questionnaires, we found that the students were able to concentrate on learning in the class using NoTAS, and the interface was well-received. Moreover, students can use the learning visualization function of NoTAS to see if other students are note-taking in class. This information promotes learning among students, indicating that the nudge makes achievements regarding learning awareness.
Robot devices may be good candidates for neuromotor rehabilitation of people with Multiple Sclerosis, especially for treating upper extremities function limitations (76% of MS patients). The PABLO®-Tyromotion is a sensor-based device characterized by interactive therapy games with audio-visual feedback. The aim of this study was to evaluate the effects of robotic-trained motor rehabilitation as a support of the conventional neurorehabilitation, on increasing upper limbs functions of MS patients. An experimental group that performed the PABLO-Tyromotion training and a control group that performed conventional rehabilitation were compared. PABLO-Tyromotion training consisted of 40 min twelve sessions of upper limb training, three times a week, in addition to the conventional therapy. All patients were evaluated before treatment (T0) and after 4 weeks of training (T1). The results showed substantial improvements in the experimental group, compared to the control group, especially regarding muscular recruitment (such as shoulder and elbow flex-extension, forearm pronation and supination, thumb and little-finger op-position) and handgrips strength (such as thumb-index grip, thumb-middle finger grip, tridigital grip). These results underline the effectiveness of robot-assisted treatment in upper limb’s recovery in patients with MS.
Learning, an active cognitive activity, differs from one learner to another, suggesting the need for personalized learning. The development of personalized recommender systems typically involves a learner model component, which is used to capture and store the personal information, preferences and other characteristics of the learner. While reading, learners engage in number of metacognitive activities e.g. text marking/highlights. These metacognitive interactions could serve as useful information for the learner model, to achieve personalization. The recommender system developed is integrated with nStudy, an online learning platform that provides a number of annotation tools (e.g. highlighting, tags) that support metacognitive activities. A user study was conducted to evaluate the effectiveness of using the highlights (a metacognitive activity) a learner makes while reading, as a preference elicitation method for the learner model. The findings show that the learner generated metacognitive activities while reading serve as an appropriate input mechanism to guide personalized learning recommendations.
The objective of this thesis is to elucidate goal processing in autonomous agents from a design-stance. A. Sloman's theory of autonomous agents is taken as a starting point (Sloman, 1987; Sloman, 1992b). An autonomous agent is one that is capable of using its limited resources to generate and manage its own sources of motivation. A wide array of relevant psychological and AI theories are reviewed, including theories of motivation, emotion, attention, and planning. A technical yet rich concept of goals as control states is expounded. Processes operating on goals are presented, including vigilational processes and management processes. Reasons for limitations on management parallelism are discussed. A broad design of an autonomous agent that is based on M. Georgeff's (1986) Procedural Reasoning System is presented. The agent is meant to operate in a microworld scenario. The strengths and weaknesses of both the design and the theory behind it are discussed. The thesis concludes with suggestions for studying both emotion ("perturbance") and pathologies of attention as consequences of autonomous goal processing.
nStudy: A web application for researching and promoting self-regulated learning
- P H Winne
- A Hadwin
Winne, P. H. and Hadwin, A. (2009). nStudy: A web application for researching and
promoting self-regulated learning (version 0.8) [computer program].